1

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Bicycle Training for Physical Education Teachers
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the
degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Traci D. Hogrefe
September 22, 2015
Capstone Approvals:
___________________________ _________________________ ____________
Traci D. Hogrefe
Signature
Date
__________________________ _________________________ _____________
Dr. Rosalie Strong
Signature
Date

Table of Contents
Page
EXECUTIVE SUMMARY.....4
INTRODUCTION...5
Background......5
Problem Description....5
Target Audience.......7
Setting..8
Literature Review.........9
SOLUTION DESCRIPTION....11
Goals of the project....11
Learning Objectives...12
Proposed Solution..14
Instructional Solutions and Learning Theories and Instructional
Principles....15
Media Components....22
Anticipated Challenges......23
METHODS....25
Preliminary results.25
Deliverables.......25
Design and Development...25
Project Feasibility and Constraints....26
RESOURCE.......27
Time...27
Budget... 27
Technology....... 28
External Expertise......28
TIMELINE.....29
Milestone Checklist...29
EVALUATION PLAN..31
Formative Evaluation Plan.....31

3
Summative evaluation plan........32
Recommendations..32
REFERENCES..33
APPENDICES...35

List of Tables
Table 1: Gagns nine events of instruction in Module 1......16
Table 2: Paivios Dual Coding Theory in Module 2: Bicycle Parts..20
Table 3: Banduras Social Cognitive Theory in Module 2: ABC Check..22
Table 4: Media Components 23

Executive Summary
The pedestrian and bicycle safety initiative, Safe Routes to School,
partners cities, school boards, districts, advocacy groups, non-profit organizations,
and departments of transportations to decrease pedestrian and bicycle collisions
amongst youth, while increasing active transportation, particularly as a mode of
transportation to school. In the state of Washington, this is done by funding
programs that train middle school physical education (P.E.) teachers to teach the
Safe Routes to School curriculum in their class, provide the participating school
districts with a fleet of bicycles, helmets, and instructional material, as well as
provide further support after the school has been trained and supplied.
Training P.E. teachers across the state is time consuming and costly.
Providing the theoretical portion of the training online will decrease P.E. teachers
time away from their students, travel costs and time for trainers, and make the
training more accessible to an increasing number of participating schools and
school districts within the state of Washington.
For this capstone project: Bicycle Training for Physical Education
Teachers, physical education teachers across the state of Washington are the
primary audience. The goal of this project is to put the theoretical lessons of the
training online and make them accessible to participants at their own convenience.
The entire training is then separated into six modules, five of them which will be
addressed in this capstone project:
Module 1: Introduction to Safe Routes to School; Module 2: Bike Parts
and Safety Gear; Module 3: Bicycling and Walking in Traffic; Module 4:
Enjoying the Ride; Module 5: P.E. Pedestrian and Bicycle Curriculum.
The final module will be addressed by the certified pedestrian and bicycle
safety trainer on-site, where the active participation and final assessment will take
place. The capstone itself will include both formative and summative evaluations.
Volunteer adults will participate in the formative assessments, usability tests, and
summative assessments; evaluating the content and quality of the capstone
project.

Introduction
Background
Bicycle education is becoming more prominent in the northwest of the
United States and is being both publically and privately supported throughout
several communities. The pedestrian and bicycle safety education program, Safe
Routes to School (SRTS), was funded by the one million dollar grant from the
Washington State Department of Transportation (WSDOT) granted to the Office
of Superintendent of Public Education (OSPI) over the span of two years to
develop the 2010-2012 SRTS program, mirroring the successful 2009 SRTS Pilot
Program funded by the Washington Legislature (Aoki, 2013). The projects goal
was to integrate bicycle and pedestrian safety skills into the physical education
curriculum in public schools across the state with the projected learning outcome
of students being able to demonstrate safer bicycling and walking skills. The
long-term goal of the Safe Routes to School program is to increase the frequency
students walk and bike to school (Aoki, 2013).
Over the two years, the grant delivered the curriculum to over 10,000
students in 25 school districts and trained 121 teachers in the state of Washington.
The school districts committed to the grant received a fleet of bicycles, helmets,
and other materials to deliver the curriculum (Aoki, 2013). Results from pre- and
post-surveys, from students, teachers, and parents reflected an increase in students
walking and bicycling to schools, as well as students judgment and safety
choices on public streets and sidewalks (Aoki, 2013). The surveys also offered
feedback on program improvement areas and expressed desire for continuing and
expanding the SRTS education program.

Problem Description
According to the feedback received from parent, student, and teacher
surveys, SRTS is recommended to continue training new teachers, revisit training
for returning teachers, expand training to other school districts, provide
opportunities for collaboration, and offer maintenance support. The funding from
WSDOT ended in 2012 with over $60,000 remaining at the time (Aoki, 2013).

6
The current two-day training is costly, as it requires the two trainers to travel
throughout the state of Washington, rental space for the training, overnight costs
for the trainers, and substitute salary to cover the classroom teachers in the
training (Seth Schromen-Warwin, personal communication, December 5, 2014).
Along with training new school districts, school districts that have been part of
this program for several school years periodically need refreshment training;
requiring the trainers to return to that district (S. Schromen-Warwin, personal
communication, December 5, 2014). To offset costs, reach more trainees, and
provide more valuable training at the convenience of the learners; offering the
theoretical portion of the training through an online tutorial in an active learning
management system can benefit both school districts and the Safe Routes to
School Program.
Seattle School District has not, however, committed to the WSDOT grant.
Individual schools within this district choose to commit to a local bicycle
education program taught through the Cascade Bicycle Club (S. Koller, personal
communication, November 14, 2014). Physical education teachers of committed
schools should attend workshops located in northeast Seattle to receive training in
bicycle education. These workshops are several days and hours long, and are
administered in one location. Teachers in the area often attend the workshops, but
teachers located in schools that are farther away have lost contact with the
Cascade Bicycle Club and the training program (S. Koller, personal
communication, November 14, 2014).
Pending the fall of 2015, the Safe Routes to School Program provider
Washington Bikes is merging with the local and well-supported bicycle club
Cascade Bicycle Club (Seth Schromen-Warwin, personal communication,
September 2, 2015). Recently, there has been conversations with the Washington
and Seattle Department of Transportation, the Seattle Public School District, and
the Washington Office of Superintendent of Public Instruction to take on the Safe
Routes to Schools program and develop a new curriculum (Shannon Koller, Josh
Miller, Seth Schromen-Warwin, personal communications, September, 2015).
Since the new curriculum will not be developed until winter 2015/2016, the need

7
will likely changed. Still using many of the aspects of the Safe Routes to Schools
current program and the topics that were previously covered in the P.E. teacher
training, which was derived from the League of American Bicyclists Traffic Skills
101 course, a more general online course can be developed and offered as a future
alternative (Baker, 2008).

Target Audience
The trainees in the Safe Routes to School Pedestrian and Bicycle Safety
training program are primarily physical education teachers, yet also include health
educators, classroom teachers, district representatives, and urban planning
engineers. Since Grade 5-8 physical education (P.E.) teachers of committed
schools are required to take the training other participants are often attending for
sake of interest these individuals will be the target audience. With ages
anywhere between 22 and 60 years, trainees are both male and female from a
wide range of backgrounds. Since the entire state of Washington is mostly rural
with one highly populated metropolitan Seattle, there is a good mixture of
audiences with both rural and urban backgrounds. As of 2014 in the entire state of
Washington, 80.7% of the population is of European descent (U.S. Census
Bureau, 2014).
Individuals required to take training courses, or those that are not
intrinsically motivated, benefit more from courses that follow applied cognitive
learning principles, such as the multiple representation principle and splitattention principle given cognitive learning theories, such as dual-coding learning
theory (Swann, 2013). These learners are generally lacking the time to properly
implement the suggested lessons and need logistical and community support to
appropriately provide the safety education (Washington State P.E. Teachers,
personal communication, December 14, 2014). The target audience teaches
physical education, therefore it might be assumed that most of these individuals
are physically active or at least value physical activity. However, it cannot be
assumed that these individuals are confident on bicycles; nor can it be assumed
that the learners have general background knowledge on bicycle or pedestrian
safety and laws.

8
Currently, training for the Safe Routes to School program is informative,
but consists of two long days. Almost all participants find the information useful
and are interested in learning more on the topic, but are often tired due to the lack
of pauses throughout the days (personal experience and communication with P.E.
teachers and trainers, December 16, 2014). Both interviewed trainers and trainees
agreed that turning the theoretical lessons of the course to a digital learning course
would cut down on time spent away from students, increase review opportunities,
and break-up the time spent on one topic (personal communication with P.E.
teachers and trainers, December 16, 2014).

Setting
Provided that the training will be done online, teachers will have the
opportunity to advance through the modules from home or at work via internet
connection and computer. This will allow the user to take breaks and repeat the
lessons when needed.
It is recommended that the learner finds a comfortable space, uses
headphones, and puts aside time to grasp the important components of the online
material presented. It is highly recommended, but not required, that learners
acquire a helmet and a bicycle for Module 2. This will allow the learner to
physically try some of the skills simultaneously and have some tactile reference to
the materials they will use during the hands-on training.
Although most of the districts already involved in the SRTS program are
located in rural areas, much of the present resources are tailored for urban
settings. The training will need to be modified to become more valuable for the
audience found in rural settings. This can done during Module 6 of the training,
the active participation part of the entire training. Although not necessary but
more valuable, the theoretical training could be offered online through a learning
management system such as Edmodo or CourseSites (by Blackboard). The handson module of the training is offered on-site and will need open spaces, regular
traffic similar to what is found near the schools, and an indoor area to collaborate.

Literature Review

9
In efforts to make the current training program more efficient, the
theoretical portion of the training will be converted to accessible online modules.
Clark and Mayer (2011) suggest that some benefits of adaptive e-learning, or the
online courses, can provide learners with more practice and examples when
needed and less for those learners that are more knowledgeable in the topic.
Accounting for over one-third of all workforce learning medium, e-learning
continues to grow as a more cost-effective way to deliver training (Clark & Mayer
2011). Considering these learners have different experiences with bicycle safety
and traffic laws, learners can slow down and review modules that are new to them
and quickly run through portions that they are very familiar with.
Using the behavioral learning theory supported by the research done by B.
F Skinner, learners will benefit from the positive reinforcement and immediate
feedback provided when answering matching or multiple choice questions within
the online module (Reiser & Dempsey 2011). Realistic scenarios followed by
probing questions allow learners to critically think about what they would
typically do in this situation and what they think should be done. Offering a short
scenario before providing knowledge allows the learner to use prior knowledge to
construct a response that may be reasonable, supported by the cognitive learning
theory (Reiser & Dempsey, 2011). Giving the learner immediate feedback with an
explanation or opportunity to review the skill is shown to be more beneficial to
the users overall learning experience than simply providing corrective feedback
(Moreno, 2004).
When designing the instruction, Gagns nine events of instruction will be
essential in providing students with effective learning opportunities (Gagn,
1985). Providing a short presentation on current statistics on bicycle collisions
and injury will gain the users attention by suggesting the importance of the unit
they are about to learn. As the module continues, users will be presented each of
Gagns nine events of instruction.

10

Solution Description
As of the 2014/2015 school year, the Safe Routes to Schools training
program in the state of Washington has been taught by a live instructor. This twoday training includes both a theoretical, in-class portion and a hands-on, outside
portion. Other bicycle training programs throughout the nation are offered at
different levels for different audiences both online and in-person.
Most of the bicycle education programs are offered by a trained
professional in a complete hands-on training facility. The city of Houston has
partnered with the League of American Bicyclists (LAB) to create an online
course similar to this proposal (League of American Bicyclists and City of
Houston, 2015), but does not use many of the multimedia principles found in this
proposal. Sections from the Traffic Skills 101 student manual training modules
are only a part of what P.E. teachers are expected to learn in their training course
(Baker, 2008).
Washington States current Safe Routes to Schools curriculum and
training program is undergoing a developmental change, which involves key
parties such as the Washington Office of Superintendent of Public Instruction,
local school districts, the state and city departments of transportation, and public
school educators. Considering the grant offered by the Washington Department of
Transportation to the Washington Office of Superintendent of Public Instruction
to develop and implement Safe Routes to School, involvement is crucial to the
value of this program and its continued improvement.

Goals of the Project

The goal of this training is to provide physical education teachers with
valuable pedestrian and bicycle training offered online at their convenience. The
goals of this project is to reduce costs while increasing efficiency. The online
portion of the training, extracted from the current SRTS program (WSDOT &
OSPI, 2013) and LABs Traffic Skills 101 manual (Baker, 2008), will allow the
teachers to review and discuss learning with other teachers that are also in the
training, as well with individuals that have completed the training. Availability of

11
open forums will reduce unanswered questions, as well as stimulate discussion
amongst trainees throughout the state of Washington.
Module 1 introduces the SRTS program, provokes thought, and provides
background knowledge on the current situation of Americans health, the
environmental, U.S.s traffic problems, and economical and safety conditions
involving transport. Module 2 is a short lesson on bicycle anatomy and function,
as well as safety gear and how to use them. Module 3 delves into safety,
particularly for youth. Module 4 reviews road rules and street etiquette for
pedestrians and bicyclists. Module 5 is a short introduction to the curriculum that
should be used when implementing the SRTS program, and module 6 is the
hands-on portion of the entire training, which is carried out through active
participation by certified instructor -- not included in this capstone project.
Modules 1-5 will be addressed using appropriate learning and instructional
theories from cognitive theorists associated with multimedia eLearning, such as
Robert Gagn, Allen Paivio, and Albert Bandura.

Learning Objectives
The learning objectives are based on what is currently being addressed at
the SRTS teacher training. These objectives can be assessed superficially through
online assessment and more thoroughly when the learners meet with their group
to complete the hands-on portion. Depending on the modules objectives, active
communication with colleagues and trainers may play a subjective role in
assessments. Alternatively, many of the assessments can immediately respond to
users answers and identify areas suggested for review. Affective assessments will
simply be credit for participation in the forums Modules 1 and 5. Modules 2, 3,
and 4 will consist of assessments which include matching, true/false, multiple
choice, drag and drop, and short answers.
1.

Module 1: Introduction: Active transport and Safe Routes to Schools

1.1.

After viewing a short presentation on collision and health statistics

amongst youth, learners should be able to express their concerns of
student safety and reflect their own experiences.

12
1.2.

Given a presentation on the development of infrastructure

supporting active transport, learners should be able to discuss and
reflect on what needs to be changed in their communities for better
infrastructure, as well as what has already been done to support
active transport.

1.3.

Following a presentation on the foundation of the program -- Safe

Routes to Schools, learners should be able to identify what Safe
Routes to Schools is, what it is not, and what type of support they
will receive through this program.

2.

Module 2: The Basics: Bike Parts and Safety Accessories

2.1.

The Bicycle
2.1.1.

Given a tutorial on bicycle parts and function, learners

should be able to identify bicycle parts and their function.

2.1.2.

Given an image of different types of bicycles, learners

should be able to match the type of bicycle to its primary
function.

2.1.3.

Given an image of a bicycle, the learner should be able to

choose which part can be adjusted to fit their height.

2.1.4.

Given a list of bicycle parts, learners should be able to

match the parts to the correct part of the ABC Quick
Check.

2.2.

Safety Equipment and Clothing

2.2.1.

After viewing a video on how to wear a helmet, then given

several images of bicyclists wearing helmets, learners
should be able to properly identify a correct helmet fit and
should also be able to imitate a correctly fitting helmet
during the hands-on module.

2.2.2.

Using a list of materials, learners should be able to

distinguish between essential safety material, useful bike
gear, and unnecessary material.

2.3.

Bicycle Handling Basics

13
2.3.1.

When going uphill or downhill, the learner should be able

to choose the the correct gears.

3.

Module 3: Bicycling and Walking in Traffic

3.1.

Given scenarios in the point of view of a child, learners should be

able be able to identify safe and unsafe situations for young
pedestrians.

3.2.

Given scenarios in the point of view of a child, learners should be

able be able to identify safe and unsafe situations for young
bicyclists.

3.3.

Given traffic scenarios, the learner should be able to choose the

next legal and safest step.

4.

Module 4: Enjoying the Ride

4.1.

Given traffic scenarios, learners should be able to make decisions

that reflect ride etiquette.

4.2.
5.

The learner should be able to identify common cyclist errors.

Module 5: P.E. Curriculum

5.1.

Given a quick overview of the curriculum and access to the PDF,

learners should be able to access the Safe Routes to Schools of
Washingtons curriculum and review it before Module 6.

6.

Module 6: Hands-On

Proposed Solution
A solution to alleviate the lack of attendance of the Cascade Bicycle
Clubs learners and to lower trainer travel costs for the Safe Routes to School
Program is to offer several of the training modules online via an interactive
tutorial with real-time feedback, distant collaborative opportunities, and a shorter
one-time hands-on instruction in the teachers district or near their location:
Module 6. This allows teachers to replay scenarios and work on the training at
their own pace and availability. Allowing teachers to work at their own pace is
valuable considering the diverse abilities and knowledge the learners may have.
Making the online portion available before the hands-on training will give P.E.
teachers more confidence when attending the workshop and decrease frustration

14
for teachers that are already knowledgeable in cycling and traffic laws. The
solution is cost-effective, as it cuts down on the instructors face-time and reduces
travel costs for both instructor and learners, which in turn saves time for all
participants (Clark & Mayer, 2011).
Possible side-effects can be that the online module is not completed by a
number of P.E. teachers at the time of the hands-on instruction, causing some
delay and inefficiency during the live training. If the trainees come to the live
module, Module 6, without completing Modules 1-5, trainers may have to waste
time reviewing past modules, taking away some of the primary benefits of this
capstone project.

Instructional Solutions using Learning Theories and Instructional

Principles
Conditions of Learning
Gagns conditions of learning comprises of two categories: internal
conditions of learning and external conditions of learning. These two states and
processes used to achieve the five varieties of learning identified by Gagn, are
essential to reach learners success. The internal conditions of learning are the
conditions within the individual, such as attending to an appropriate behavior to
achieve a skill. These internal conditions of learning include fundamental
prerequisite skills needed prior to learning the new task, as well as attending to
the nine phases of learning. The external conditions of learning are environmental
stimuli that spur the learners internal processing, which are influenced by
Gagns nine events of instruction (Gagn, 1974a, 1977a, 1977b, 1985 as cited in
Gredler, 2009). Both the internal processing and their corresponding external
instructional events go hand-and-hand to achieve knowledge transfer (Jordan et
al., 2008).
Three of the five varieties of learning are mental capabilities which
include verbal information, intellectual skills, and cognitive strategies. The
intellectual skills capability is further separated into four hierarchical subskills:
discrimination learning, the learning of concrete and defined concepts, rule
learning, and higher order rule learning or problem solving. Motor skills and

15
attitudes comprise the other two varieties of learning (Gagn, 1977a as cited in
Gredler, 2009). When developing instruction, the performances required to
achieve an objective need to be evaluated and categorized into one of the five
learning domains. Once the variety of learning has been identified, it can
determine the internal processing and external stimuli necessary for efficient
learning and instruction (Gredler, 2009).
Gagn further classified learning into two organizations of capabilities to
represent complex learning: procedures and learning hierarchies. Procedures
include both motor and intellectual skills organized in a sequential form, whereas
learning hierarchies are intellectual capabilities that require mastering preceding
skills before proceeding to the next level (Gagn, 1968b & 1985 as cited in
Gredler, 2009). Learning hierarchies construct upon prior knowledge, indicating
that learning will not be able to take place at higher levels if the learner does not
have the foundation or prerequisite skills to transfer knowledge into
understanding the new the objective.
The instructors role as a guide is to provide the environment
encompassing situations or stimuli for the various learning phases by
implementing Gagns nine events of instruction: 1. Gain attention, 2. Inform the
learner of the objective, 3. Stimulate recall of prior learning, 4. Present distinctive
stimulus features, 5. Provide learning guidance, 6. Elicit performance, 7. Provide
feedback, 8. Assess performance, and 9. Provide retention and transfer (Gredler,
2009). In this pedestrian and bicycle training offered to P.E. teachers via online
and hands-on activities, tutorials, and assessments: the nine events of instruction
is used to modify instruction according to the variety of objectives covering
several varieties of learning.
Module 1, for example, provides background knowledge of the
importance of bicycle usage and safety education to initially put value into the
entire training and ideally appeal to the learners attitudes about bicycling. This
module pulls prior knowledge, allowing the users to make connections so that
they can build upon what they already know or believe they know about bicyclists
and pedestrians. The module will be conducted as demonstrated in Table 1.

16
It is important to begin this training with this module which defines the
purpose of the training. Without a value or purpose to the training, the
instructional conditions will not be effective and learners will not be engaged in
learning the following modules and their objectives (Gagn & Merrill, 1990).
Module 2: Bicycle Parts and Safety Accessories, on the other hand, uses verbal
information as the variety of learning. The learner in this case needs to be able to
retrieve stored information of the various bicycle parts and their given function, as
well as how to properly use safety gear and clothing. Module 3, 4, & 5: Walking
and Bicycling in Traffic, Enjoying the Ride, and Introduction to the SRTS
Curriculum, as well as the Hands-On Training, cover several objectives that will
require the learner to use their intellectual, cognitive, and motor skills.
Table 1: Gagns nine events of instruction in Module 1
Instructional Event Learning phase
Gain attention

Attending

Activity
Short video on why bicycle education
training is important to the audience.
This video includes statistics
presented on pie and bar charts from
past and present obesity (health)
growth, traffic and gasoline prices
(economical and environmental)
rising, youth car collision occurrences
(safety), and comparisons of societies
around the world using less cars
(community and infrastructure).

Objective
presented

Expectancy

Objective was given as a question at

the beginning of the video: asking the
audience why it is important to be
trained in bicycle and pedestrian
education.

17

Stimulate recall of

Retrieval to

Discussion question pauses the video,

prior learning

working memory

allowing the learner to reflect what

they already think is important.

Present distinctive

Selective

The video shows drastic increases in

stimulus features

perception of

child obesity in the last fifty years

stimulus features

provided by the CDC (Ogden et al.,

2013) and highlights that pedestrian
and bicycle deaths among youth
(CDC, n.d.).

Provide learning

Semantic encoding

guidance

The video also includes different

societies with different levels of carpedestrian ratios. As well as
introduces the entire SRTS program.

Elicit performance

Retrieval and

Given images of the different

responding

societies shown in the film, learners

reflect on each image of what positive
and/or negative feelings they have of
the particular image.

Provide Feedback

Reinforcement

In a discussion forum, learners share

what their thoughts are on an ideal
society/community/city and why they
feel this is important to them.

Assess
performance

Cueing retrieval

Hands-on training provides face-toface conversations with individuals

that took the training courses and the
instructor is present.

18

Provide retention

Generalization

and transfer

The designated LMS will be a place

to continue discussion and add
developments that members find.

Gagns approach to diagnose the learning required and therefore

prescribe the instruction needed, are the research proven methods that use precise
anecdotes to accomplish given objectives. Unlike previous learning theorists,
Gagn researched directly with humans outside of the laboratory environment
(Gredler, 2009). His learning and instructional theories take into consideration the
diversity of human learning, the need for instruction that is simple to complex,
and connects the events of instruction to the learners specific cognitive
processing (Gredler, 2009). A disadvantage to Gagns theories are that they are
complex and time consuming. Instructors need specific training to implement
these methods appropriately.
Considering the target audience, adult physical education professionals,
the conditions of learning pertain to their need to know what they are learning and
why they are learning it. The knowledge transfer needs to have value for the adult
learner to give their time and attention to the topic. Therefore, using Gagnes
theories throughout the entire training is essential for the learner, specifically the
adult learner, to achieve the given goals.
Dual-Coding Learning Theory
Paivios dual-coding learning theory suggests that all cognition involves
the activity of two functionally independent but interconnected multimodal
systems (Paivio, 2010 pg. 207). The nonverbal system represents interpretation
of properties aroused by the senses, whereas the verbal system directly deals
with linguistic stimuli and responses (Paivio, 2010 pg. 207). In other words,
there are two channels where the brain can take in information, increasing
cognitive load capacity (Swann, 2013). The nonverbal channel can take in images
and sound effects, as well as haptic, taste, olfactory, and affective stimuli;
whereas the verbal channel codes visual words, auditory words, and writing
patterns (Paivio, 2010). Rosen et al. (2012) suggests that the works from Paivio

19
(1986 as cited from Rosen et al., 2012) indicate there are different codes and
modes for knowledge acquisition. A mode can be auditory or visual, whereas the
code can be verbal and nonverbal, but inside the same mode. For example: text
can be verbal by nature but is transferred through the visual mode; and a sound
effect is nonverbal, but is transferred through the auditory mode. Rosen et al.s
(2012) study suggest that the dual-coding theory is valid, but even more effective
for transfer of knowledge when considering the split-attention effect. This implies
that one mode, although given different codes, should not be overloaded. For
example: two verbal codes can be implemented in two modes, such as on-screen
text in the visual mode and procedural steps in the verbal mode; and one
nonverbal element in the visual mode such as images. Other studies using
different combinations to provide three elements at one time indicate successful
transfer between multiple modes as well (Schwartz, 2005; Mayer & Moreno,
1998 as cited from Rosen et al., 2012). In short, recall is improved by displaying
information in both visual and auditory modes and transfer can be enhanced by
including three elements verbal and nonverbal in the two modes.
The instructors role is to provide verbal and nonverbal codes to the
learner, but in different modes so not to cognitively overload the learner. Clark
and Mayer (2011, pg. 161) imply that adding interesting but unnecessary
material can bring more harm than benefit to the learning process. Therefore, for
the tutorials, it will be necessary to include all valid material, but not include other
graphics or sounds that are simply nice. All of the media material needs to be
relevant. The instructional strategy used in the modules that consider the dualcoding learning theory and split-attention principle is using primarily single
images with on-screen words -- not sentences -- and audio voice over. Images can
be illustrations, pictures, or graphs but cannot be overloaded with a busy
background or too much text. The audio is completely relevant to the picture and
contains the wealth of valuable information. An example of Module 2: Bicycle
Parts is summarized in Table 2.

20

Table 2: Paivios Dual Coding Theory in Module 2: Bicycle Parts

Verbal Code
Auditory Mode

Mouse rollover cues verbal

Nonverbal Code
none

definition and function of

the bike part
Visual Mode

Mouse rollover causes name Image of bicycle, including

of the bike part to show

its parts

The dual-coding theory is ideal for multimedia learning and leaves room
for some creativity, but limits instructors from providing too many distractions.
The cognitive load capacity is now split and no longer overloaded, since the
information can be transferred through multiple modes and channels, therefore
increasing the learning opportunities for the audience (Clark & Mayer, 2011). A
weakness to keeping the valuable information in audio form is that learners will
not be able to simply scan through the material for key elements, they will need to
listen to the entire audio (Swann, 2013). This can also become a problem if the
learner decides not to listen to the entire audio due to time constraints.
According to Swanns (2013) study of adults enrolled in online courses, it
was important to consider the dual-coding theory, including the multiple media
and split-attention principles, when designing courses for non-intrinsically
motivated learners. In this case, the target audience is required to take these
courses and are not participating for sheer enjoyment. Therefore, according to
Swann (2013), when adult learners are required to take a course, they will find the
course more beneficial if both visual and auditory modes are used without too
many elements in either one.
Social Cognitive Learning Theory
Banduras social cognitive theory is heavily based on the opportunity the
learner has to observe and rehearse a modeled behavior; ideally the model is
admirable by the learner (Gredler, 2009). This motivation to practice and control

21
ones actions and produce desired effects, or their efficacy beliefs, is a powerful
feature in the social cognitive theory (Bandura, 2001). According to Bandura, the
three-way interaction between the environment, personal factors, and behavior
involves the individuals cognitive processes and is influenced by self-efficacy
(Gredler, 2009; Bandura 2001). Media continues to play an essential role for
individuals to imitate and evaluate their attitudes and beliefs. For the sake of the
modules used in this training, the use of appropriate models will be the focus
using this theory. Yet, one of the primary objectives of Module 1 is to affect the
learners attitudes and motivate them to achieve the entire goal of the SRTS
project increase frequency of students walking and bicycling to school. Taking
this into consideration, the human agency and peoples personal beliefs about
their capabilities to exercise control over events that affect their lives (Bandura
1989, pg. 1175), will also influence the trainees ability to accomplish the set goals
by SRTS.
The instructor in this case will model desired tasks and challenge learners
to rehearse the tasks themselves. For this example, Module 2: Bicycle Parts will
be presented. Safety, in this module, represents safety hazards that bicyclists
should be aware of before using active transportation. One of the lessons is the
ABC Quick Check, which is a bicycle safety evaluation that should be completed
before getting on the bicycle for a ride (Table 3).
The advantages of having a credentialed model gives the learner a reason
to pay attention and show interest in the task. Being able to replay the video and
rehearse the task from the modeled example, the learner can have the opportunity
to copy the model until they feel confident with the activity. When the physical
model is present, which would occur during the hands-on portion of the training
Module 6, the learner can confidently show what they learned and modify any
misconceptions at that time. A disadvantage of using the modeled approach via
video recordings is that it is possible the learners are not initially hooked or do not
have the self-efficacy to rehearse the skills on their own.

22

Table 3: Banduras Social Cognitive Theory in Module 2: ABC Check

Instructor/Model
Features

Characteristics

Audience

Adult any race/gender,

Adults all races, genders, &

moderately able

ability

Police OR Safe Routes to School

Educated, active, public service

Trainer OR Trained Individual

Introduction

Instructor explains the ABC

Find value to instruction

Check
Detailed

Gives thorough step-by-step

instruction

instruction

Model

Instructor shows the entire

Easy to understand instruction

Observe

process
Rehearse

Observe

Rehearse

Considering the target audience, adult physical education professionals,

these theories pertain to the adult learners need to socialize and learn from each
other. Not only will the users have the opportunity to model and rehearse
behaviors with and without their peers and model present, if these tutorials are
taken in an online group setting, then they will have the option of open discussion
forums to communicate.
An outline of the tasks are laid out in Appendix A.

Media Components
To meet the needs of the adult learners, various media components will be
used to entice interest, hold attention, provide value, and encourage transfer
throughout the tutorials. The following table (Table 4) further expands the need
and usage of the different media components used.

23

Table 4: Media Components

Media
Videos

Delivery Format
League of American Bicyclists
Videos (League of American
Bicyclists, 2013): short 1-minute
instructional videos shown in
between introduction and practice
or assessment.
Introduction video: Introductory
video including images, tables, and
graphics with recent statistics and
the need for SRTS.
P.E. Curriculum video: Screencast
of the P.E. curriculum and where to
find out more information before
the active participation, module 6.

Need
Instructional videos are
completed by
professionals to give
learners a visual.
Introduction video
should hook the
learners, giving them
value to the learning
that is expected to take
place
The screencast will
guide the learners in
preparation for module
6.

Images

Instruction: connection
Practice: on images that look real
Assessment: on similar images
Affection: students of SRTS

Visuals to help participants

make connections to the
topics and offer a guide.

Graphics

Charts: statistics, graphs,

Tables:
Street maps: scenarios
ClipArt: relevant

Provide visuals to help the

learner connect and
understand. No
unnecessary information.

Audio

Narrative instruction

Auditory mode

Video

LAB videos uploaded or via internet

Instructional videos

Considering the goals and objectives, much of the theory portion is

essentially tactible. Having images of the objects or scenarios that the learners
will eventually be working with will help create a better picture of what is to be
expected when they perform and teach these essentials to students.

Anticipated Challenges
When this analysis began in fall 2014, the target audience of P.E. teachers
and live training sessions were the primary focus. The then training courses
material and methods were observed and analyzed. After completing this project,
the plan was to test the prototype on the same or related audiences, as well as use

24
the trainer as the subject matter expert (SME). Since the trainer and training
program is in a transitional phase, the trainer and audience is not available in the
anticipated form.
The audience used to test the prototype will be similar to the ideal
audience, but with some variation, such as out of state P.E. teachers, classroom
teachers, other educators, bicycle advocates, and other adults. Some concerns are
the availability of like-target audiences: Washington State Physical Education
Teachers.
Another challenge will be to provide the most current course material for
the Washington State teachers. As mentioned earlier, the curriculum for middle
school students is transitioning and will not be completed until winter 2015/2016.
However, this transition may only affect Module 5: SRTS P.E. curriculum and the
active participation part of the training, Module 6. If this is the case, it will not
drastically affect the project as Module 6 is completed by the trainer and is not
part of the capstone project. Module 5 is a short screencast overviewing the
curriculum.

25

Methods
Preliminary Results
As of fall 2015, many preliminary steps have taken place. In-depth
research on the Safe Routes to Schools program has taken place. Training
sessions have been observed and both trainers and trainees have been interviewed.
A state-wide convention on bicycle safety and advocacy, Washington Bike
Summit, covered concerns of bicycle safety for both youth and adults. At the bike
summit, department of transportation representatives, bicycle advocates, and
educators were available for exchanging information on this topic. The groups
and people at this convention were able to provide ample resources used in the
research and data collection for this prototype and project.
With the assistant of the prior SME, a general design outline has been
created, along with the projected learning outcomes. Data collection from the
Washington and Seattle departments of transportation is available through their
websites as well as through their representatives, which can be contacted via
email. This analysis has laid down the foundation for the larger capstone project.

Deliverables
The final project will consist of five modules. Three of the five modules,
Modules 2, 3, and 4 will be instructional modules with instructional videos,
practice, and assessments. Modules 1 and 2 are more informative with a reflective
entity. See Appendix A for an outline of the modules.
After the modules are completed and part of a training course, usability
tests will be administered. The results from the usability tests will guide the
editing of the prototype and then be used to produce the evaluation report.

Design and Development

The prototype is guided by Gagns nine events of instruction, as
elaborated in great detail under Learning Theories of this document.
ADDIE Analysis, Design, Development, Implementation, and
Evaluation -- was used to initialize this capstone project. From winter 2014 to

26
summer 2015, research and collaboration with the SME and other involved
individuals commenced the analysis and design process. Through these
interactions, ideas were exchanged and the instructional designer moved between
analysis and design until the design was finalized. Through the end of November
2015, development, implementation, and formative evaluation will be addressed
and finalized with the summative evaluation.

Project Feasibility and Constraints

The project is feasible, especially since the League of American Bicyclists
(LAB) has provided many instructional videos to be used for educational
purposes. Although LAB is not directly associated with SRTS, parts of the typical
Traffic Skills 101 course from LAB is taught to the P.E. teachers during SRTS
training. The challenge will be providing participants with good practice using
scenarios given through the digital tutorial. The practice will be a precursor to the
graded assessments.
As of now, there is a rough design which needs to be finalized before
development can begin. After developing the prototype, it will be tested on targetlike audiences and edited based on their feedback before producing the final
outcome of the project. Then a written evaluation report of the entire project will
be completed addressing the effectiveness of the product, its benefits, as well as
where further improvement needs to take place to make the prototype more userfriendly.

27

Resource
Time
One of the benefits of this online course is to reduce wasted SME and
learner time. Although the SME will still need to instruct Module 6, the hands-on
module, the SME will be able to observe interaction between users for Modules 15, instead of leading these lessons.
Time needed from the instructional designer can be costly, but since the
instructional designer is a graduate student, these costs are deferred.

Budget
Costs of the lessons are dependent on the authoring tool used by the
instructional designer, the hardware used by the instructional designer, learner,
and SME, as well as any extra costs associated with purchase of images, graphics,
and audio. Since this program is a public, not for profit program, the published
data used for research and development is public and accessible through
Washington State and Seattle departments of transportations website, as well as
through the Safe Routes to Schools and Office of Superintendent of Public
Instructions websites. As of now, there is no need for privately purchased
images, graphics, or audio. There is enough open public media relevant to this
project.
Tool
Software: Articulate Storyline

Cost*
~$1,400

Camera

~ $100

Video editing tool: Camtasia

~$300

Travel Costs per car from the farthest driving distance

~$60

Overnight stay: none with proposed benefits

$0

Cost of trainer/SMEs per Module 6 training

~$320

28

Google Products

$0

Learning Platform: Coursesites by Blackboard

$0

Materials: bicycles, helmets, and traffic materials per school

~$12,000

district
Total

~$14,180

*Costs are an estimate. Trainees computers are not included, since most
schools/individuals own computers with internet access.

Technology
Learners and trainers will need to have their own privately-owned or
employer-provided computer with internet access. A keyboard, speakers or
headphones, and a mouse is needed to be a successful participant in the learning
process. Since target teachers are part of the public school system, they have full
access to these tools. Most Washington public schools computers are setup with
Adobe Flash needed for accessing the tutorials. If not it can be downloaded free
of cost the districts technology team can be of assistance.

External Expertise
Using skills and software learned through the California State University,
Monterey Bays (CSUMB) Master in Instructional Science and Technology
(MIST), no external technical expertise is required. When technical problems do
arise, supportive communities within the university and online are available for
support, offering assistance through forums and tutorials.

29

Timeline
The timeline is provided as a guideline to complete certain milestones by
certain deadlines in order to have a successful completed capstone. The checklist
projected below is an estimate of how long certain modules will take. It is
anticipated that creating practice and assessment will be the most time consuming.

Milestone Checklist
Milestone

Time
needed

Expected
completion

Progress Report Narrative

8 hours

September 8

Objectives

4 hours

September 10

Capstone Proposal

25 hours

September 20

Storyboard

10 hours

September 22

Video casts: Module 1 & 5

16 hours

October 1

Module 2

20 hours

October 6

Usability [A1] test

5 hours

October 13

Module 3

30 hours

October 20

Usability test

5 hours

October 27

Module 4

25 hours

November 3

Usability test

5 hours

November 10

Editing

15 hours

November 13

Evaluation, Project completion

15 hours

November 18

30

Summary and final report: Summative evaluation

15 hours

November 25

Submit all deliverables

5 hours

December 3

31

Evaluation Plan
Evaluation is important throughout the creation of the entire design
document. Using different forms of assessment to measure the effectiveness of
instruction, usability of the design product, and learners development; the
instructional designer reconstructs and tweaks lessons to provide highly efficient
and effective learning opportunities. Improvement of the overall learning
experience is the goal. Currently, learners skills are assessed by the instructor
during practice exercises and on-street live simulation; their knowledge is
assessed via Traffic Skills 101 multiple choice test (Baker, 2008); and attitudes
are assessed with several discussions throughout the training and feedback
surveys at the end of the course.

Formative Evaluation Plan

Considering the nature of the entire training, various forms of assessment
will be needed to efficiently evaluate the learners progression of knowledge,
skills, and attitudes as they advance through the course. Before beginning the
lessons within the module, a pre-assessment will provide valuable information of
what the learner already knows and consequently can be used to evaluate the
progress of the learner as well as effectiveness of the given module. This short
type of formative assessment is given throughout the course. If a learning
platform is used, it can be embedded within the authoring tool. If a learning
platform is not used, the assessments can be administered as surveys through
Google forms.
The skills, knowledge, and attitude pre-test and post-test record data for
the instructor to be able to know more about his or her audience before the handson training. Analyzing this data will allow the instructor to be able to recognize
which students began as novices and progressed through the online course as well
as identify the students that were still scoring poorly on the post-test and need
more attention. Examples of assessments can be found on Appendix B.
The scenario-based pre-assessment, using images and thought-provoking
situations, will challenge users background knowledge through matching and

32
multiple-choice questions. Using scenarios which connect to real-life situations
that the users, or the users students will come across, will gain the users
attention, so that they are interested in investing themselves in the learning
(Gagn, 1985). This committed audience then learns how to teach the importance
of bicycle safety and proper usage to students in the near future. Making the
assessments more inquiry-based through the scenario-based probing questions and
situations put the discovering into the hands of the learners.
Along with formative assessments that provide feedback to the instructors
about the learners development in skills, knowledge, and attitudes; the designer
will need to host several trials with potential users before implementing the final
product. One-to-one evaluations will offer the designer valuable feedback on what
needs to be done to improve instruction.

Summative Evaluation Plan

Summative evaluation comprises of the skills, knowledge, and attitudes
learners have by the end of the entire training. This will give the instructors and
agencies that fund these trainings feedback on the learners abilities and intentions
before they return to the field. The summative evaluation is a cumulative
assessment measuring the outcomes of the provided course. An adaptation or
extension of what is already in place for evaluation will take place. Most of the
online assessments will be used as formative evaluations, allowing the instructor
or designer to adjust instruction to meet the specific needs of that audience. A
summative assessment will be online at the end of the module addressing
knowledge via online quiz and attitude through a reflection on the thread. The
instructor can use this data to assess whether learning has taken place before the
live skills training.

Recommendations

33

References
Aoki, M. (2013). Safe routes to school bicycle and pedestrian safety education:
Program evaluation report September 2013. Olympia, WA: Washington
State Department of Transportation (WSDOT) and the Office of
Superintendent of Public Instruction (OSPI). Retrieved from
https://www.k12.wa.us/HealthFitness/SafeRoutes.aspx.
Baker, A. (2008). Smart cycling: Traffic skills 101. League of American
bicyclists. Washington, DC.
Bandura, A. (1989). Human agency in social cognitive theory. American
Psychologist, 44(9), 1175-1184.
Bandura, A. (2001). Social cognitive theory of mass communication. Media
Psychology, 3(3), 265-299.
Centers for Disease Control and Prevention (CDC) (n.d), National Center
for Injury Prevention and Control. Web-based Injury Statistics Query and
Reporting System (WISQARS) [online]. [cited 2014 Oct 1]. Available
from URL: www.cdc.gov/injury/wisqars
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction:
Proven guidelines for consumers and designers of multimedia learning
(3rd ed.). Hoboken, NJ: Pfeiffer. Available from http://www.ebrary.com
Gagn, R. M. (1985). The conditions of learning (4th ed.). New York, NY: Holt,
Rinehart, and Winston.
Gagn, R. , & Merrill, M. (1990). Integrative goals for instructional design.
Educational Technology Research and Development, 38(1), 23-30.
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.).
Upper Saddle

River, NJ: Pearson Education, Inc.

Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to Learning: A Guide for
Teachers. Berkshire, GBR: McGraw-Hill Education. Retrieved from
http://www.ebrary.com.

34
League of American Bicyclists. (2013). Smart ride videos.
http://bikeleague.org/ridesmartvideos.
League of American Bicyclists & City of Houston. (2015). Online Bicycle
Education: Traffic Skills 101. http://www.bikeed.org/.
Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of
explanatory versus corrective feedback in discovery-based multimedia.
Instructional Science, 32, 99 113.
Ogden, C. L., Carroll, M. D., Kit, B. K., & Flegal, K. M. (2014).
Prevalence of childhood and adult obesity in the United States, 2011-2012.
Jama, 311(8), 806-814.
Paivio, A. (2010). Dual coding theory and the mental lexicon. The Mental
Lexicon, 5(2), 205-230.
Reiser, R.V., & Dempsey, J.V. (2011). Trends and issues in instructional design
and technology, (3rd ed.): 35-44. Boston, MA: Pearson.
Rosen, T., Fullwood, H. , Henley, T. , & King, J. (2012). Dual coding theory and
split attention in the learning of abstract words. International Journal of
Instructional Media, 39(3), 181-186.
Swann, W. (2013). The impact of applied cognitive learning theory on
engagement with eLearning courseware. Journal of Learning Design,
6(1), 61-74.
U.S. Census Bureau. 2014. Washington Quick Facts. Retrieved on September 20,
2015. http://quickfacts.census.gov/qfd/states/53000.html

35

Appendix A: An Outline of the Modules

Outline of Modules 1-5 for P.E. bicycle training
1.
2.

Module 1: Introduction to Safe Routes to School

1.1.
Edit video
Module 2:The Basics: Bike Parts and Safety Accessories
2.1.
Introduction: video created by T. Hogrefe
2.2.
Preassessment
2.2.1.
What is my bicycle knowledge?
2.2.2.
Multiple choice: 3 questions
2.3.
Choosing the right bicycle: Video created by T. Hogrefe
2.3.1.
Type of bicycle
2.3.1.1.
Video by LAB
2.3.1.2.
Recap: what type of bike would you choose?
2.3.2.
Size of Bicycle
2.3.2.1.
Video created by T. Hogrefe with screencasts of
bikepedinfo
2.3.2.2.
Recap: What size bicycle is correct?
2.3.3.
Adjusting the Bicycle
2.3.3.1.
Video by LAB
2.3.3.2.
Recap: What tool can you use to adjust your
bicycle?
2.3.4.
ABC Quick Check
2.3.4.1.
Video by LAB
2.3.4.2.
Recap: What does ABC Quick Check mean?
2.3.5.
Practice
2.4.
Bicycle Parts and Function: Tutorial by T. Hogrefe
2.4.1.
Introduction
2.4.1.1.
Welcome
2.4.1.2.
Introduction
2.4.2.
Lesson
2.4.2.1.
Instructions
2.4.2.2.
Lesson
2.4.2.3.
Practice
2.4.3.
Quiz
2.4.3.1.
Instructions
2.4.3.2.
Quiz
2.5.
Safety Equipment and Clothing
2.5.1.
Introduction Video created by T. Hogrefe
2.5.2.
Helmet
2.5.2.1.
Video by LAB
2.5.2.2.
Recap: Which is the correct helmet fit?
2.5.3.
What to Bring

36
2.5.3.1.
2.5.3.2.

3.

Video by LAB
Recap: What you need to bring with you on your
bike ride? Check all that apply.
2.5.4.
What to Wear
2.5.4.1.
Video by LAB
2.5.4.2.
Recap: Why do you need to wear Lycra (bicycle
shorts and jersey) for bicycling?
2.6.
Bicycle Handling Basics: Video created by T. Hogrefe
2.6.1.
Starting and Stopping
2.6.1.1.
Video by LAB
2.6.1.2.
Recap: Which position should you be in before you
start riding?
2.6.2.
Steering
2.6.2.1.
Video by LAB
2.6.2.2.
Recap:
2.6.3.
Scanning
2.6.3.1.
Video by LAB
2.6.3.2.
Recap: When is scanning important?
2.7.
Shifting gears
2.7.1.
Video by LAB
2.7.2.
Recap: When its hard to pedal, I should...
2.8.
Assessment:
Module 3: Bicycling and Walking in Traffic
3.1.
Your Role in Traffic
3.1.1.
Introduction with scenarios
3.1.2.
Principles of traffic law
3.1.2.1.
Video by LAB
3.1.2.2.
Recap: T/F Bicycles need to stop at stop signs.
3.1.3.
Changing lanes safely and intersection positioning
3.1.3.1.
Video by LAB: changing lanes, signaling,
intersection positioning.
3.1.3.2.
Recap:
3.2.
Avoiding Crashes and Hazards on the road
3.2.1.
Introduction: crash statistics. Focus: youth with scenarios:
video by T. Hogrefe
3.2.1.1.
Video by LAB: Where should I ride?
3.2.2.
What youth pedestrians and bicyclists need to look out for:
Video by T.Hogrefe
3.2.2.1.
Cars
3.2.2.1.1.
Moving
3.2.2.1.2.
Parked
3.2.2.2.
Trucks
3.2.2.3.
Pedestrians
3.2.2.4.
Driveways

37

4.

5.

6.

3.2.2.5.
Trains and train tracks
3.2.2.6.
Gutters: drains, glass, obstacles,
3.3.
Assessment: Scenario based assessment with multiple choice
answers
Module 4: Enjoying the ride
4.1.
Introduction: video by T. Hogrefe
4.2.
Sharing the trail
4.2.1.
Video by LAB
4.3.
Riding on the sidewalk
4.3.1.
Video by LAB
4.4.
Assessment: Scenario based assessment with multiple choice
answers
Module 5: P.E. Curriculum
5.1.
Screencast on access and overview of curriculum.
5.1.1.
Where to find it
5.1.2.
Layout
5.1.3.
Assessment: Show that curriculum has been accessed by
user
Closing statement

Resources for teachers:

Pedestrian videos: http://www.pedbikeinfo.org/pedsaferjourney/mi_en.html
http://www.pedbikeinfo.org/programs/education_bike_child_9_12.cfm
http://www.pedbikeinfo.org/bicyclesaferjourney/mi_en.html

38

Appendix B: evaluation/assessment
Appendix C: storyboard
Appendix D: pre-test sample
Appendix E: post-test sample
Appendix F: usability test sample
Appendix G: usability test results
Appendix H: screenshot module 1
Appendix I: screenshot module 2
Appendix J: screenshot module 3
Appendix K: screenshot module 4
Appendix L: screenshot module 5
Appendix M: P.E. teacher resources

Curriculum

SRTS website

Bike club websites

Child-audience tutorials online

Other resources